2015 Notes from the Marking Centre – PDHPE
Introduction
This document has been produced for the teachers and candidates of the Stage 6 PDHPE course. It contains comments on candidate responses to the 2015 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.
This document should be read along with:
- the PDHPE Stage 6 Syllabus
- the 2015 Higher School Certificate PDHPE examination
- the marking guidelines
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of PDHPE in Stage 6.
Section I
Part B
Candidates showed strength in these areas:
- understanding the advantages to Australians of having a public health care system (Q21)
- making a judgement about the equity of access to health care facilities and services in Australia (Q24)
- demonstrating understanding of how flexibility can improve athletic performance (Q25)
- explaining how different types of motivation can affect performance (Q26).
Candidates need to improve in these areas:
- demonstrating understanding of the appropriateness of both objective and subjective performance measures in the assessment of athletic performances (Q27)
- demonstrating understanding of the importance for an athlete of developing the performance elements (Q28).
PDHPE (Sydney) – Section II
Candidates showed strength in these areas:
- describing self-identity and self-worth and linking these to behaviour associated with young people (Q29a)
- making a judgement about the impact resilience, coping and health literacy skills will have on the health of young people (Q29b)
- linking a variety of changes in sport to changes to viewing times, sponsorships, advertisements and other commodification aspects (Q30a)
- recognising historical perspectives that contribute to the construction of masculinity and femininity and its application to sport (Q30b)
- understanding the health effects of iron deficiency and low bone density (Q31a)
- providing reasons to support the use of sports policy in the promotion of safe participation (Q31b)
- using a range of examples to show the differences in the planning needs between elite and amateur athletes (Q32a)
- providing reasons for needing to identify and manage an overtrained athlete, and recognising a relationship between overtraining and athletic performance (Q32b)
- identifying generalisations that are made about Australians experiencing health inequalities and why these generalisations need to be challenged (Q33a)
- clearly showing the relationship between the characteristics of an effective and sustainable health promotion strategy and health outcomes (Q33b).
Candidates need to improve in these areas:
- showing the relationship between self-identity and self-worth and the specific health issues that affect young people (Q29a)
- understanding resilience skills and linking these to the good health of young people (Q29b)
- defining the relationship between sport and the media and showing a greater understanding of the rationale behind changes to sport and in particular, the benefit to the media (Q30a)
- understanding the difference between gender equity and social construction of gender (Q30b)
- making stronger links between the relationship of iron deficiency and lower bone density in female athletes (Q31a)
- making a judgement about the importance of sports policy in promoting safe participation (Q31b)
- demonstrating understanding of the effect of planning considerations on the performance of elite and amateur athletes (Q32a)
- evaluating the effectiveness of the processes needed to identify and manage an overtrained athlete and including relevant examples (Q32b)
- understanding how the generalisations made about Australians experiencing health inequalities can be challenged (Q33a)
- identifying the characteristics of an effective and sustainable health promotion strategy (Q33b).
NSW Government